Outcomes. Low Incidence Team. FAST Tips and Strategies for Children with Autism and/or other Low Incidence Disabilities

Transcription

1 FAST Tips and Strategies for Children with Autism and/or other Low Incidence Disabilities Teresa Coonts Annette Wragge Low Incidence Disb. Team Leader State Coordinator, NE Department of Ed. NE ASD Network PH: Phone: Outcomes Increase knowledge of the Low Incidence Team at NDE, Office of Sp. ED. Increase knowledge of fast tips regarding positive interventions and behavioral supports at the individual level, building on the foundation of PIBS for this population Low Incidence Team Nebraska Center for the Education of Blind/VI (NCECBVI) (Sally Giittinger, Director) Blindness/Visual Impairments Deafness/Hard of Hearing Autism Deaf-Blindness (Dual Sensory and Multiple Disabilities) 1

2 Nebraska Center for the Education of Blind/VI (NCECBVI) (Sally Giittinger) Outreach Services (Statewide) Consultation Services; Assessment & Evaluation Professional Development & Training Fall and Spring Conferences; Ongoing Topical Areas Student and Family Support Instructional Materials & Technology Support National Instructional Materials Accessibility Standard (NIMAS) Part C-Babies Count to Service Coordinators and VI teachers Center-Based & Residential Programs Regional Programs for D/HH (Rhonda Fleischer, State Liaison & Four Regional Coordinators) Enhance the Educational Programs that Children who are deaf and hard of hearing receive through their local school districts. Provide social and educational opportunities for students (i.e. Camp Anderson, Fall Outing, Arts Festival, Storytelling Festival, etc.) Provide professional development (statewide) Interpreter training Resources to families, students, and schools Access to Deaf and Hard of Hearing role models Parent and professional lending libraries Iowa School for the Deaf (ISD)-contract Nebraska Project for Children who are Deaf-Blind (Dual Sensory Impaired)-Teresa Coonts, Project Director Ongoing consultations/training based on identified needs of local team (statewide) Deaf-Blind Summer Institute Development of Parent Network Development of Para Training/Interveners/Supports District Local Capacity Building (urban) CI Research Grant Collaborative Partners (national, state, local) 2

3 Autism Spectrum Disorder Network (Annette Wragge, State Coordinator & Five Regional Coordinators) ASD Network Western Region Central Region Northeast Region Metro Region Southeast Region Provide supports to local school districts and parents of children and youth with ASD Offer training and develop expertise to build and enhance local capacity in serving students with ASD Maintain & disseminate information related to ASD Train regional teams of education professionals Provide consultative services to school-based teams in the areas of assessment, IFSP/IEP development, program planning, implementing effective interventions If you ve seen one child with Asperger s Syndrome or autism, you have seen one child with Asperger s Syndrome or autism. Brenda Smith Myles (U. KS.) November 14, 2000 autism Autism Talking Points 3

4 Critical Features of Autism Complex verification/diagnosis based on qualitative observation of cluster of behaviors Best described as social-communicative disorder Uneven development in skills/abilities Life-long effects (socialization, communication, learning, personal care, community participation) Individual outcomes improve with early identification and intensive intervention Autism State Definition To qualify for special education services in the category of autism the child must have a developmental disability which significantly affects verbal and non-verbal communication and social interaction, is generally evident before age three, and that affect the child s educational performance Rule 51 Autism Definition Rule 51 continued August 30, 2008 The Bottom Line Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or changes in daily routines, and unusual response to sensory experiences Autism does not apply if a child s educational performance is adversely affected primarily because the child has a behavior disorder as defined in 92 NAC C A child who manifests the characteristics of autism after age three could be identified as having autism if the other criteria in 92 NAC B1 are met Autism is a developmental disability that affects a child s communication, social interaction skills, and restricted interests or patterns of behavior. 4

5 Range of Functioning Other Characteristics of ASD Anxiety and stress Problematic behaviors Impulsive, show lack of judgment Social rules are not recognized Act without fear (no recognition of danger) Communicative function Features that Impact Learning Attention difficulties Communication impairments Lack of social skills understanding Auditory processing impairments Generalization of skills Difficulties imitating behavior Behavioral issues Trouble with task/event sequencing Transitions and time concepts Visual Discrimination IQ Strengths Grammar and vocabulary Rote memory Absorbs facts easily Can have an interest in social world Special talents 5

6 Prevalence The incidence of autism is increasing nationally Estimated to occur in as many as 1 in 150 people in the U.S. 1.5 million people (Center for Disease Control, 2006) Nebraska school verifications are no exception: : 240 children with autism : 1461 children with autism What Causes Autism? It is generally accepted that autism may by caused by brain abnormalities It is also widely accepted that autism may be associated with a genetic event but no single gene or group of genes account for all autism cases Thus, there may be several autism genes, potentially representing different profiles of autism What Causes Autism (cont.) It is likely that autism is not caused by one single factor Evidence exists to suggest many genes may interact to cause autism Theories propose individuals may be predisposed to autism and environmental factors (chemicals, etc.) may influence the development of autism Theories regarding the Increase in Prevalence Changes in diagnostic criteria--broader view of spectrum Increasing awareness of ASD Recognition that ASD can be associated with other disorders Real increase in the number of individuals with ASD due to factors such as diet, allergies, environmental toxins, vaccines, etc. (Research does not support causal associations with these factors) Summary of Wing, L. & Potter, D., Mental Retardation and Developmental Disabilities Research Reviews (2002) by Gail Williams, M.D., Assoc. Professor of Pediatrics, UofL, Weisskopf Center for the Evaluation of Children, In KATC Newsletter, Issue 8, Winter

7 What about problem behaviors. Behaviors Appropriate Inappropriate Unconventional If the Behavior is increasing It is being Reinforced 7

8 Identify the Function of the Behavior Asperger s Stress Barometer Some reasons problem behaviors might occur include: Anger or stress Communication (or lack of skills to communicate) Fear Excitement Fatigue Over stimulation Sensory Needs Attention from Peers/Adults Status Quo Stress High Stress N.T. Asperger Common Rage Triggers Motivation Interruptions of desired activity Fear of losing control Being ordered to do something Need to protect illogical though processes Being asked to do multiple things at once Being told they can NOT do something Although individuals with Asperger Syndrome and autism appear to have low motivation, the truth is that they often have a different type of motivation (Baker, 2000; Dunlap, 1995). Until teachers and parents find out what the motivator is, it is difficult to prompt the student to complete work and related tasks. Myles,

9 Reinforcement Let s Make a Deal The child with an ASD needs to know what the reinforcement or the paycheck is for his/her work. Use Visual Schedules of Reinforcement to show what the reinforcement is for completing an activity or a task appropriately. What am I working for? How often am I paid? When do I get paid? Where am I in the deal? I m working for Rule of Thumb To decrease inappropriate behaviors, decrease the demand, increase the reinforcement. Dual Sensory Impairments or Deaf-Blindness 80% Easy tasks 20% New or difficult tasks 9

10 Possible Causes of Dual Sensory Syndromes Usher; Down; Trisomy; and many others Multiple Congenital Anomalies CHARGE Association; Hydrocephalic; Microcephaly; Fetal Alcohol Syndrome; Maternal Drug Abuse tcoontsnedbpnov2006 Prematurely Congenital Prenatal Dysfunction AIDS; Rubella; Toxoplasmosis; Herpes; Syphilis Post-natal Causes Asphyxia; Head Injury/Trauma; Stroke; Encephalitis; Meningitis Impact on Learning Communication and Behaviors Processing Time Access to visual and auditory environments (Braille/Pre-Literacy; Assistive Listening Devices) Concept Development-Routines Review Main Points/Tips Fairness Fairness is not giving everyone the same thing. Fairness is giving the individual what they need to succeed. Richard D. Lavoie 10